I'm Going to Meditate After This...

The Power of Concentration By Mark Konnikova

http://www.nytimes.com/2012/12/16/opinion/sunday/the-power-of-concentration.html?ref=opinion

In Mark Konnikova's work, he glorifies the incredible Sherlock Holmes and his remarkable success in his practice. Konnikova corralates his successful career to his simple tactics. Through the author's bold use of detail, imagery and syntax, he states Holmes practice of meditation allowed him to be the most legandary sleuth of all time. As the author declares this, he uses this to support his claim; meditation is the key to a successful life.

Reading this article was a great experience for me. It was neatly organized and the ideas flowed together perfectly. Konnikova created this peaceful read with the details he provided. He stated a claim of the benefits of meditation, supported that specific claim with an experiment and provided shocking and very supportive results. Konnikova clearly did some background on his subject, and all of the details he provides are essential in his piece. Without these details, the reader would not be convinced on his claims of meditation. Another way Konnikova uses his large amount of data to his advantage is by comparing. In a multiasking experiment, the effects were made clear to the reader, "spending approximately 36 seconds on each, in contrast to the 48 to 50 average tasks attempted by the other groups (Konnikova)". The written numbers allows the readers to truly see the results.

Meditation is mostly about concentration, as Konnikova words it, "the ability to quiet your mind, focus your attention on the present and dismiss any distractions that come your way." After the many complex experiments and psychoanalytical explanations, the author creates an image which simplifies each concept of meditation. This image circulates back to Sherlock Holmes. Konnikova says that meditation is what occurs as one exhales a milky cloud of smoke while taping together the tips of ones fingers. This strong imagery illuminates the classic visual of Sherlock Holmes; all his focus on a single element (Konnikova).

The strongest part of this review is the conclusion. I give props to Konnikova for creating this conclusion because there was a lot of points to sum up, and he managed to keep it short without leaving out the essentials. The syntax used in the conclusion is what made it stand out above every other paragraph. First off, Konnikova covers all of the benefits discussed by stating, "Mindfulness may have a prophylactic effect: it can strengthen the areas that are most susceptible to cognitive decline". The colon is what makes this sentence bold, because it breaks down his main thought. Next, he uses the word "unitask" as he originally did in his introductory paragraph. Not only does this make the reader draw the connection, but it concludes the main idea of unitasking to multitask, which is the most profound benefit of meditation. The circular pattern of the words is a great technique seen many time by this author. Lastly, the syntax used does a great job by making the topic relatable to all audiences. Konnikova strongly signs off with syntax, "We may be investing in a sounder mental future-no matter how old we are."

Open Prompt #4

1980. A recurring theme in literature is the classic war between a passion and responsibility. For instance, a personal cause, a love, a desire for revenge, a determination to redress a wrong, or some other emotion or drive may conflict with moral duty. Choose a literary work in which a character confronts the demands of a private passion that conflicts with his or her responsibilities. In a well-written essay show clearly the nature of the conflict, its effects upon the character, and its significance to the work.

In the novel Moby Dick by Herman Melville, the determined Captain Ahab puts his desire for revenge on the great Moby Dick ahead of the safety of his crew. Capturing Moby Dick is the ultimate dream for Ahab, but it is a very dangerous task as proven before. Ahab had suffered a hard loss to Moby Dick, which made his desire for revenge very strong. Capturing Moby Dick would put his crew and himself in danger, but Ahab had no regard for the consequences. Defeating his personal battle was the most important thing to him. Captain Ahab disregarded all of his morals to pursue his selfish dream. Ahab’s loving family back in Nantucket wasn’t even enough to keep Ahab sane at sea.

The personal relationship that Ahab believes he shares with the whale drives Ahab to finish what was started. Ahab believes that he can take on the great whale. His large amount of confidence causes him to act inferior and ignorant. The present moral issues on the boat are unimportant in comparison to Ahab’s great battle. His inferior attitude causes him to believe that fate has brought him to defeat his biggest challenge.

Ahab is a hero in the novel, and like all heroes he suffers from a flaw. His flaw was inflicted on his original journey to kill Moby Dick. His peg leg is an everyday reminder to himself of the pain and suffering this evil being has caused. His flaw is symbolic towards the work because it is a main thing stopping him from capturing the whale. The thoughts of revenge are always present in Ahab’s mind and they don’t go away. Ahab looses all moral values and sense because his own sense has been damaged. 

Death of a Salesman Summary

Author: Arthur Miller wrote Death of a Salesman in 1949, which won him a Pulitzer Prize and was named as the first great American tragedy.

Setting: The play takes place between the 1930-1950's at the Loman residence in New York. The backyard is home to flashbacks and also Willy's famous garden scene. The kitchen is one of the only places where all of the Loman's are together, and this is where most of the arguing is done. The front stoop of the house is Willy's proudest accomplishment, and it is referred to often throughout the play. Direction is also an important part of the setting, as east and west are constantly mentioned.

Plot: Willy is an unsuccessful salesman who believes he can still make it as a salesman. The story revolves around the false hope that Linda feeds to Willy so he can have something to look forward to. Willy idolizes his brother Ben's success and wants Biff to live a successful life as well since Willy didn't. Willy is obsessed with Biff's success, as Happy is usually just pushed aside out of the picture. Willy has very high expectations for Biff although he has no skills that will help him follow these, just like Willy. Willy believes the most important thing in life it to be well-liked, because with that you will succeed.

Significant Characters:

Willy: He can't seem to live his life in the present. He is an unsuccessful American salesman who obsesses with the facts of the past. He is self-centered, irresponsible, a liar and delusional. His health is a main concern of the family throughout the entire play. Willy wishes for Biff to have the perfect life that he couldn't have.

Linda: The mother and wife to Willy Loman. She takes care of his every last need from getting him cheese, to making sure he goes to bed. Linda is a strong woman at heart, but she is unable to show this front to Willy. Around Willy she is weak of her own voice, and has to tell Willy exactly what he wants to hear. When she is only around her boys, she is firm, aggressive and most importantly- respected. She is the displays her true emotions the most in the play, but around Willy she can't because she needs to defend and protect any threat to towards him. She is easily shut down by Willy, but I think she doesn't fight back to maintain peace.

Biff: The most praised Loman child. As a kid, Biff had it all going for him in his father's eyes; he was well-liked, handsome, athletic and determined to make his father proud. Biff ruins the rest of his life when he flunks math and goes to Boston to see his dad. Because of what happened in Boston, he doesn't go to summer school to earn the credit. Biff is angry because his father has filled him with a false self-esteem believing he could do anything! All Biff wants is for his father to tell the truth so he can idolize him once again.

Happy: The least favorite child of the Loman family. Happy is often shut down, ignored, and seen as unimportant. He pleasantly lives in a life run off lies and oftentimes contributes to them with his sense of false hope. Happy's achievements are overlooked and don't measure up to the success of his brother.

Ben: Willy's brother and role model. Willy greatly admires and even obsesses over Ben's success, striving to live his life like his and achieve the same success for himself and his sons. Ben appears in Willy's flashbacks where he provides advice to Willy in times of need.

Symbols:
-Stockings: represents Willy's affair, and how it will always be in the back of his mind
-Rubber hose: Willy's desire of suicide, his way out
-Seeds: Willy's desire to practice success, a renewal of life
-Jungle: The opportunity for success
-Front porch: Only place where Willy accomplishes something

Motifs:
-appearance
-success
-dishonesty
-need for approval
-mistreatment of women
-denial of the truth

Narrative:
3rd person, flashbacks allow a different look on the situation

Quotes:
"That's just the way I'm bringing them up, Ben--- rugged, well liked, all-around."
-Willy says this to Ben referring of his boys. Willy looked up to Ben a lot and took what he said to the heart. It was very important for Willy to be approved by Ben in his own eyes, successfully raising children would of been one way to prove that. Willy thinks the key to success is to be well liked, he teaches his kids these morals even after they fail in his own life. Willy never understood how to fulfill his own life and this quote explains how Willy still struggles in helping his boys fulfill their own lives.

"Nothing's planted. I don't have a thing in the ground."
-Willy says this line towards the end of the play after he realizes he has failed at everything. He was an unsuccessful businessman lacking any previous achievements. Towards the end of the play he acknowledges that he hasn't started on a successful path either; he had never built up a solid foundation able to support himself. This quote is important because Willy finally realizes he hasn't done one thing to help gear him towards success and it takes him this long to realize this.

Theme: Accepting the truth and evaluating one's self must come before success.
Willy has a hard time accepting the truth and adjusting to situations due to that. He refuses to listen to what he doesn't want to hear, therefore living a successful life is very challenging. Personal success is impossible if your foundation only exists in your imagination. A main issue in this play is building success off of nothing. The character's believe that success can come from perseverance, which is true but that isn't the only thing needed. True talent and benchmarks are required for real success. Ben lived a successful life, but Willy was unaware of the steps taken for Ben to be able to achieve this. Willy is delusional towards the effort that truly matters.

Response to Course Material #4

I enjoyed reading Death of a Salesman, but I'm glad we've moved on. I felt that we spent a lot of time on one topic and we wasted some time. The commentaries of Salesman were very interesting and very informing. I thought the commentaries cleared up a lot of questions I had. Although some were long and exhausting, they helped me fully understand what Holmes is talking about. After reading, I could connect the meaning behind the important parts of the play that Holmes had mentioned. Our most current read is Hamlet, which is definitely not my favorite. I'm struggling with it because I'm unfamiliar with Shakespeare's style, but I'm slowly becoming able to understand his language on my own. Annotating helps me break down the parts I may have missed in class, which helps me actually understand what I just read on my own.

Close Reading #3- Isn't That Ironic?

http://opinionator.blogs.nytimes.com/2012/11/17/how-to-live-without-irony/?ref=opinion

Christy Wampole informs one of the negative outcomes of living in a post-modernistic society. In her commentary in the New York Times, she discusses the effects of irony on America as a whole, and the potential threats it serves. With Wampole's sophisticated use of imagery, diction and details, she convinces the audience that irony has harshly impacted our daily lives and will continue to do so.

In Wampole's commentary, she warns her reader's of how to spot an ironic character. Wampole classifies a hipster as "the archetype of ironic living". Hipster's are defined as an easy target for mockery. Wampole describes hipsters as "[a] contemporary urban harlequin [which] appropriates outmoded fashions (the mustache, the tiny shorts), mechanisms (fixed-gear bicycles, portable record players) and hobbies (home brewing, playing trombone)."Hipster's have an ironic stereotypical image that they are easily recognized for; "The hipster is a scholar of social forms, a student of cool (Wampole)."The details that are included give the readers a perfect description of a hipster. This opening description is crucial because the rest of the article goes on to describe how hipsters use irony in their lives. Therefore a general understanding of a hipster needed to be established.

The use of imagery within this article is very important because it allows the audience to visually recognize the effects of irony in daily life. Wampole states that irony is now used as a self-defense technique because it "functions as a shield against criticism". Living an ironic life is a way of avoiding problems that one may feel uncomfortable to face, but with irony, it offers an easy escape. Wampole creates an image of a giant shield that protects you from all of your fears and awkward situations. This image helped me realize how irony offers a get-a-way to real life problems that need to be faced. When Wampole compared ironic living to a shield, I was able to see the overall effect on individuals. Wampole successfully utilizes her literary techniques because it allows the audience to grasp her message because she provides an example that most individuals can easily relate to.

Lastly, in Wampole's commentary on ironic living her use of diction truly persuades the audience. Oftentimes the word nostalgia is used to describe the attitude of hipsters living in irony. Wampole complains about the new culture's attempt at life, "the nostalgia cycles have become so short that we even try to inject the present moment with sentimentality." Her diction here comments on the frustration seen at rushing though the best parts of life. The image of loving every minute of life has taken over the true enjoyment, and that is a message Wampole convey's through her complaints of the ironic generation growth. Wampole accomplishes her goal through her persuasive literary techniques. 

Open Prompt #3

1970 Also. Choose a work of recognized literary merit in which a specific inanimate object (e.g., a seashell, a handkerchief, a painting) is important, and write an essay in which you show how two or three of the purposes the object serves are related to one another.

In William Golding's novel, "Lord of the Flies", a group of English schoolboys are deserted on an island where their plane has crashed. The boys form what they can of civilization based on a conch shell. The conch serves as the greatest source of power available to the boys as they must survive through the society they have created themselves.

The conch shell serves as a physical object of power to the boys. The boys must create a plan, or some sort of system of survival in order to get though their struggles together. The conch is discovered by Ralph and Piggy and they first use it to gather all of the boys around the island. This is the first way the conch is used as a way to unite the children. The conch symbolizing unity is important because unity is what they need to establish first before a civilization is built. The conch represents the foundation of the mini-civilization. The conch is also used as a symbol of power. The conch determines who holds power at a given moment. During the boys' meetings, the conch is used to control thoughts and ideas by giving the person holding it the power to share their voice. The order that the conch brought to the secluded society represents the democratic system that had been subtly put into place. However, similar to a democracy, when the rules are not obeyed, chaos breaks loose and the democracy falls apart. This trend is demonstrated in "Lord of the Flies" when the civilization begins to fall apart and the conch looses its power. The unity the shell once brought is now destroyed because of the barbaric behavior of the boys. The shell no longer has the influence and control it once had on the boys. The final destruction of society is when the conch shell is crushed by one who once believed in the power of the shell. The conch shell is constantly being referred to in this novel because of the importance it served to the success of the boys. The foundation of the boys' had been ruined, just like their attempt at civilization.

Response to Course Material #3

In class we finished up The American Dream, looked at the AP multiple choice section, performed some sort of skit after reading chapter 4 in our textbook, and watched Death of a Salesman. To me, it was a relief on the day that our close readings were due. I was happy to sit in a powwow and discuss the parts I had trouble understanding on my own. This discussion felt like a conclusion to my thoughts on The American Dream. I liked how we related characters from that play to the ones in the works we read in our textbooks. The performamces of the similarity in tone between works was not only hilarious and entertaining, but it actually made sense to me! It was so useful to actually SEE the tone be played out. Learning about the strategies of the AP multiple choice test makers was very interesting! It was also a vert easy concept to grasp and apply because it was all so logical. I had seen all of the distractor answer choices before in previous tests, so I knew exactly what was being taught. I feel like now, I'll be more focused on the question itself, than the choices. I've noticed myself making more literary connections in my life than usual! Last weekend I was watching the movie Rise of the Lychans and I noticed how one of the main characters clearly resembled the heroic character of Jesus. He resembled him so much to the point where he was chained down, being whipped while his lover was dying on a post (that clearly resembled a cross) nailed to it at her hands. That was why I was like okay do you notice all this too?? And my non-AP friend thought I was over analyzing it!!!!! That frustrated me so much because I know that Ms. Holmes would agree with me, along with my 6th hour, when I say that this archetype is obviously present!

Summary/Analysis of "The American Dream"`

Author: "The American Dream" by Edward Albee was written in 1960, and is considered to make use of some absurdist techniques.

Setting: The play takes place in Mommy and Daddy's living room. Other rooms in the apartment are accessed through arches and act as exits for the characters, but the scene never shifts to a different room.

Plot: The story begins with Mommy and Daddy waiting for the arrival of Mrs. Barker. Mommy impatiently tells Daddy a pointless story of her hat tragedy. She remains control over the entire conversation as she must remind Daddy to pay attention, and she asks him to repeat her words to prove himself. This is one main way Mommy asserts control over Daddy throughout the play; with her power of speech. Mommy's story is interrupted by the entrance of Grandma, and her overload of beautiful boxes. The boxes are questioned, but the focus changes too quickly for the mystery of the boxes to be revealed! Mrs. Barker arrives unsure of the purpose of her own arrival. They discuss unimportant things weaving around Mrs. Barker's reasoning for being there until a bumble is mentioned. The Young Man arrives in search for a job and talks to Grandma. Grandma ends up giving Mommy and Daddy the perfect satisfaction without them even knowing it. The Young Man replaces Grandma and the play ends with everyone happy (at the moment).

Significant Characters:
Grandma
-old American Dream vs. new American Dream
-speaks the truth
-symbolizes the American Dream
-violent language

Mommy
-emasculates Daddy in every way possible
-example of consumerism, obsessed with money
-control freak
-self-centered
-mutilated her son


Daddy
-no backbone
-a woman
-whipped

Young Man
-new American Dream
-represents the purchase of satisfaction

Author's Style:
Albee's use of repetition throughout his play highlights the oblivious repetition in society. This technique is seen a lot and contributes to the plain tone. Emotions are rarely expressed in this work, they are simply spoken with no regard. There is no point of view in this play or use of symbols. Albee used irony to express the acts of Mommy and Daddy.

Quotes:
"Grandma: I didn't really like wrapping them; it hurt my fingers and it frightened me. But it had to be done(Albee 71)." Grandma is referring to the boxes in this quote. This represents a person's disparity  for approval and the price one will pay for an exterior value. The pain of wrapping was well worth the beautiful boxes.

"Young Man: Oh, almost anything... almost anything that pays. I'll do almost anything for money(Albee 109)." The picture perfect, young man is intrigued by Grandma's potential job offer. This quote represents the willingness of a person to do anything for money. Money seems to be the foundation of the new American dream (Young Man).

Theme: The label of satisfaction is valued more than satisfaction itself.

In the American Dream, Albee conveys the theme that the label of satisfaction is valued more than satisfaction itself. This theme is introduced in Mommy's story with her hat. Mommy happily purchases a beige hat, because beige is elegant and classy, like Mommy of course! Mommy is satisfied with her beige hat until the chair woman, Mrs. Barker calls it a wheat-colored hat. Not even a wheat hat; wheat-colored. Therefore Mrs. Barker making a statement towards the middle-class. Mommy refuses this wheat-colored hat and demands a beige hat. She blames this misunderstanding on the artificial lighting, clearly it wasn't her fault. She left wearing a beige hat, and she was satisfied for the label of satisfaction, rather than truly satisfied knowing she got the same hat. To conclude the theme, Mommy and Daddy were satisfied with the Young Man. This is extremely ironic because his twin wasn't good enough the first time. Therefore, since they have the label of a perfect family; Mommy, Daddy and the Young Man, they are satisfied.

Close Reading #2- Gum is Good

http://opinionator.blogs.nytimes.com/2012/10/20/your-assignment-for-today-chew-gum/

In the New York Times, Ezekiel J. Emanuel shared his opinion on the benefits of gum chewing in his commentary, "Your Assignment For Today: Chew Gum". In this work, Emanuel discusses the positive effects of chewing gum for young children. He believes that chewing gum should be required in school to promote children's oral health. He persuades the writer through his use of diction, syntax and details.

As I begun to read only the first paragraph, I was immediately interested in the article. Emanuel introduces the topic as he reminisces, "When I was growing up, you would be sent to the principal's office for chewing gum in school. We were told chewing gum was bad; it caused cavities". This opening phrase is structured perfectly for him to begin his argument. He contrasts the ways of the old versus the new generations. He states the consequences and the reasons behind them; it caused cavities. His structure is a great start it leads him into a discussion of the discoveries of the new generation. He supports his opinion with the benefits of chewing gum, and backs it up with claims explaining the reasoning. 

Emanuel includes an array of details to convince the audience that gum is overall beneficial. The writer provides astonishing facts which make the readers question why this isn't already in affect. What I found most shocking is that more than 50 million hours of school are missed each year because of dental problems (Emanuel). This statement allows the readers to take a step back and overlook the overall affect. 50 million hours of missed school is a big statement, especially to the one's concerned with education; the parents. Therefore Emanuel succeeds in connecting with his targeted audience. 

Throughout Emanuel's commentary, he keeps his readers intrigued with the help of his sophisticated diction. Emanuel informs the readers in the second paragraph of the new use for gum as he writes, "Like chocolate and coffee, gum is now being rehabilitated." The word he emphasizes on here is rehabilitated. He applies this action to the gum, almost personifying it. With this, the gum can be re-defined, similar to cherished treats such as coffee and chocolate. Emanuel appeals to a new, more broad audience here as he uses items many people can relate to.

Open Prompt #2

1994. In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary.

In the novel, The Great Gatsby, F. Scott Fitzgerald includes a character that we know of by the name Owl-Eyed Man. The Owl-Eyed Man does not appear very often in the story, but all of his apperances are significant to the story as a whole. Fitzgerald introduces us to the Owl-Eyed Man early in the story. He is first seen reading in the library of Gatsby's house at one of his parties. Owl-Eyes believes that Gatsby is superficial and along with his personality, the books in the library are also fake. He suggests that similar to Gatsby, the books look nice on the outside but they are filled with blank pages. This assumtion gives the readers one opinion of Gatsby, and most likely the opnion of many other people including the guests at the party. As Owl-Eyes discovers that the books are actually real, he begins to see Gatsby in a different light. Nick Carraway's reaction of Owl-Eyes affects his first impression of Gatsby and the guest he has at his parties. After the party Nick sees Owl-Eyes getting out of a car that was driven into a ditch. The drunken crash changes the impression of Owl-Eyes. He is no longer an intelluctual figure, but a man that is involved in depreciating means of soceity. 

The eyes appear again, but this time on a billboard. The eyes of Dr. T.J. Eckleburg that watch over the Valley of Ashes can be related back to the Owl-Eyed man. Although this isnt the same concept, the eyes serve similar purposes. The eyes on the billboard watch over everything, they see it all. They represent the unfiltered view of society; they watch everything that goes on and nothing can be hidden from their sight. Just like Owl-Eyes it represents the sight of knowledge. Nick is first startled by the billboard and he isnt sure what to make of it, similar to his first encouter with Owl-Eyes. The billboard contributes to the theme that someone is always watching, even when one might think not. 

 At the end of the novel, there are few people to show up at Gatshy's funeral, and the Owl-Eyed Man is one of them. The Owl-Eyed Man was one of the few who truly understood Gatsby, or he understood him more than any other character. He was able to see something that noone else was able to see in Gatsby. His glasses, are a symbol of intelligence, and his name, Owl-Eyed Man, also contributed to this. He is wise like an owl, therefore he was able to see what others couldnt. 

Response to Course Material #2

The most recent assignment that was most beneficial for me was the peer review responses.
I thought this assignment helped me see how my peers approached the same assignment. Reading others works let me see other opinions and stand points. I also really apperciated the feedback I recieved. I thought this allowed me to reflect on my own work, then read what my fellow Team AP members had to say.

Learning the major stories that we often allude to in literature through
the allusions presentations led by our classmates was a fun, and informative approach. The morals were easy to understand because they were summed up by students my age who were learning it just as fast as I was. Each group had different ways of teaching the class their stories, so eventhough we spent a lot of time on the subject, it always remained interesting. After learning these things it reminded me of when I originally learned about Greek mythology; Freshmen year in Ms. Huntley's class. When I learned about Greek mythology I could reconnect the stories of Odyseuss, and I finally realized what she was trying to teach us. I like how I can always connect everything I learn to my past experiences.

Close Reading #1- TSA

http://query.nytimes.com/gst/fullpage.html?res=9F01E7DF113EF936A2575AC0A9649D8B63&partner=rssnyt&emc=rss


TAKING NOTE; So Many Screeners and So Little Shampoo, but Are Our Planes Safer?

By Juliet Lapidos

In this editorial, Juliet Lapidos rants on one of the most hated systems by American people: airport security. She discusses the irrational TSA and why she believes they have taken it too far.

Diction: Juliet Lapidos maintains a distinct tone throughout her article. Her tone clearly defines her opinion in this matter. Lapidos complains that, "Airport security is a game of catch-up, and it seems the TSA rarely considers whether new technology obviates the need for annoying and intrusive restrictions.” Her use of words such as annoying and intrusive express her strong emotions towards the subject. These words easily convey to the reader how this system makes her feel. When I read those words I imagine what it’s like to walk through an airport security scanner. Annoying and intrusive seem like the best way to describe that machine to me. I feel claustrophobic and invaded, similar to the author. Her diction allows the reader to easily relate to the exhausting security experiences. “Mr. Paul's vendetta against the TSA has some merit (Lapidos)”. Here, I think Lapidos exaggerates a little when she describes Paul’s emotions towards TSA as a vendetta. This word choice emphasizes on the hatred for TSA, and vendetta surely lets the reader know how strong this emotion is. I think the author included this to highlight the disapproval for the system.

Details: Lapidos strongly feels that the TSA is inefficient and ineffective. She supports her opinion with costly facts that would quickly result in more people supporting her opinion. Her motif is to make her audience understand why TSA is inefficient, and to make them agree. She comments on the excessive spending, then mocks the results: “In 2006 the TSA spent $29.6 million on 207 "puffer" machines designed to shake lose explosive particles. They failed to work in dirty, humid airport environments.” “The TSA employs about 62,000 people at a cost of more than $3 billion a year in payroll, compensation and benefits (Lapidos)”. Not only does this fact draw the reader in, but also it allows for the reader to understand why Lapidos feels so strongly about this. TSA’s workforce is larger now than in 2005, even though there are fewer travelers. These details show the suspicion of this correlation.

Syntax: The structure of this article is unique and works well with the author’s goal. Lapidos uses rhetorical questions to pull the reader in to think about what she is saying. “Is it really necessary to ban shampoo and hand cream (Lapidos)”? I’m sure every reader could quickly answer that question and unknowingly become engaged in her work. In the start of the article, Rand Paul’s opinion is the center of our focus. Then we shift to problems of the TSA, “The TSA seems like a caricature of wasteful bureaucracy (Lapidos)”. I personally think this line in the middle of the article is very effective. It allows the reader to get into the discussion, then it nails down a single issue: a wasteful bureaucracy. 

Open Prompt #1

1976. The conflict created when the will of an individual opposes the will of the majority is the recurring theme of many novels, plays, and essays. Select the work of an essayist who is in opposition to his or her society; or from a work of recognized literary merit, select a fictional character who is in opposition to his or her society. In a critical essay, analyze the conflict and discuss the moral and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you choose.

In the novel The Adventures of Huckleberry Finn, Mark Twain centers around a child's perception of society. Living in Mississippi in the 1880's, Huck was often confused of his placement in society. He was told how to act towards social classes, but he couldn't understand why individuals were treated differently. Huck completely goes against all standards as he sets sails from society with Jim. Huck's ignorance of the social problems during the time period give an unbiased approach to slavery and treatment of African Americans. 

Mark Twain conveys racist issues through the adults. The actions and discussions of the adults show one's view of  society during this time period. This method is effective for Twain because he easily displays how one opinion is heavily influenced by the mass of numbers. The conflict of racism could not be fairly debated between the adults in Twain's novel. This is because if one person opposed, then the majority will still over rule. The one who stood up is unseen due to the popular vote. These adults have no respectable morals on this subject and this is shown by the conformity of them. I don't think this is a good message for Huck to receive. It may make him carry the thought that his idea is irrelevant. Kids look up to adults, and this isn't the attitude adults should want to give off to children. 

As Huck dares to be different, Twain expresses the hope in the future society to follow what they believe. The journey on the Mississippi River is a way to measure the progress between Huck and Jim. The two face multiple obstacles in which they must work together in different social interactions. The raft shows the moral growth between the characters as they ignore the social standards. The boys work through their struggles with what they think is right, not by what society says. I think this accomplishment can be compared with the accomplishments within modern day society. 

Responses to Course Material

The book, "How to Read Literature Like a Professor" by Thomas C. Foster, discussed many familiar concepts that had previously left me confused. Last year, I became familiar with some of the archetypes Foster includes. While I was reading, my vague memories were beginning to seem clear with as the text  helped me better understand the topic. The examples that Foster provides make the learning process easier. For me, it was more simple to learn the archetype then see how it can be applied. Foster would relate his topics to well-known stories and further explain why the author included what he or she did. For example, I knew that the raft in The Adventures of Huckleberry Finn (1885) was a symbol, but I didn't know the importance of it. Now I can read Huck Finn and notice the significance of the river, and when they are and aren't on the raft. The raft isn't just a means of transportation, it can represent the relationship between Huck and Jim and the progress they have made since the start of their escape.

When I read the poems that were assigned I could instantly recognize concepts Foster had prepared me for. The first thing I noticed in, "The Terrorist, He Watches"was the tone. My first thoughts were why did the author include this? What is his purpose for the disturbing tone? Before reading Fosters book, I would have approached the tone differently, but now I first question the authors goal. I learned to think from an authors perspective when I learned about the rhetorical situation. The art of communication taught me the different elements that need to be included. After learning this, I can notice the different approaches authors take towards their subject. Depending on the elements for that situation, the text can quickly change. When reading articles in the newspaper, I asked myself if the approach the author took worked for message he or she was trying to convey.

The rhetorical situation questions why certain aspects were included. It allows readers to discover the ultimate motive behind an author. The AP English Literature essay will require one to think in rhetorical situations. Before answering the prompt, one must ask themselves what he or she is trying to accomplish in this writing, what the audience is expecting, and the type of person he or she wants to come across as. An argument is a technique of persuasion. After learning about arguments, I can point out the different types of arguments and the proper situations. I notice that arguments pose as an efficient way to change an opinion or view.

Analysis of Me Talk Pretty One Day

In the story "Me Talk Pretty One Day", David Sedaris doesn't provide any sort of clarity for the reader. The language is choppy and hard to follow. Sedaris's opening sentence is boring and it's not good way to draw in an audience. In the first paragraph, Sedaris includes an awful wordy run-on, "After paying my tuition, I was issued a student ID, which allows me a discounted entry fee at the movie theaters, puppet shows, and Festyland, a far-flung amusement park that advertises with billboards picturing a cartoon stegosaurus sitting in a canoe and eating what happens to be a ham sandwich"(1). I felt that I needed to include the entire sentence to show how many things are wrong. If Michael Harvey, author of The Nuts and Bolts of College Writing, read this he would instantly revise it. One thing Harvey may comment on is the incorrect usage of commas. Harvey suggests that commas allow for long, complex sentences that still make sense (52-53). The improper commas actually make it harder to read. Sedaris could clear up his writing here by deleting unnecessary words. Since the wordiness complicates the writing, it would be most effective to remove parts of his description.

One of the most recurring problems in Sedaris writing is the structure. In individual sentences the structure is disturbed by the excess and by the placement of words. There are too many words Serdaris includes that aren't needed. The writer's thoughts are also scattered which messes with the structure. In each paragraph the thoughts jump around, so its hard to truly grasp what is going on. The lack of structure leaves the story without any grace or flow. Harvey says that "An essay is made of passages, and a passage...involves motion" (39). The motion from passage to passage creates a smooth flow. One aspect of flow that I think Sedaris did well on is the use of consistent characters. The speaker is nervous for his French class and puzzled by his French teacher. The tone of the language teacher is sharp and assertive. Her tone says a lot about the type of person she may be. Her sarcastic reply to the first Anna made a straight-forward statement that she doesn't tolerate the minimal effort. After Anna says she isn't fond of mosquitoes, the teacher fires back with "How is it that we've been blessed with someone as unique and original as you? Tell us please"(Sedaris 2). The rhetorical question is her last way of saying "I couldn't care less".

The dialog throughout the story seems to follow no pattern. It seems like dialog is randomly inserted, just to see how it will work. The teacher says to him, "I hate you...I really, really hate you" (Sedaris 3). Those hateful phrases are a good example of the random placements of dialog. Harvey might suggest that Sedaris asks indirect questions. His direct question is too formal for the context of the question, "Why refer to Lady Crack Pipe or Good Sir Dishrag when these things could never live up to all that their sex implied"(3)?

Harvey says that the purpose of an ending is to summarize. Sedaris concludes his story well by briefly summarizing his final thoughts. The student is excited after successfully understanding a sentence in French. "It's a small step, nothing more, yet its rewards are intoxication and deceptive (Sedaris 5)". His pride in his success illustrates what he as overcome to get there.

Poetry Study Goals

Poetry Study Goals

1. Read a poem four times
2. Become more familiar with the different kinds of poetry
3. Read in lines and in sentences
4. Learn more poetry terms
5. Read/understand poems quickly

While reading through the practice problems on the poetry section for the test, I made notes of what I struggled with and what I felt more comfortable with. The list of goals I created will help me improve on my poetry weaknesses. Peterson's AP test provided strategies for reading passages and for answering questions. Some of the reading strategies included reading a poem four times and reading in lines and in sentences. After reading this advice I applied this technique to the practice poetry section and it helped me understand the poem more. This study goal is already making progress to reach another of my goals; reading/understanding poems more quickly. Also if I know more poetry terms then I will most likely understand the poem faster. This will also help me reach my goal. Some poetry questions also asked of subjects that require background knowledge. I struggled with this portion, therefore by making myself more familiar with different kinds of poetry I wont be left stuck next time this type of question appears.

Peterson's AP Engligh diagnostic test

Before begininging Peterson's AP English diagnostic test, I was expecting the test to be similar to the english and reading sections on the ACT. As soon as I begun taking the test I was proven wrong. The layout of the literature and of the questions was something I had not prepared for. I didn't find these suprises challenging, but it took me longer to understand what the question was asking. The results of the test were also shocking to me. I ended up with a better score than what I would of predicted during the test. Some questions that I struggled on while taking the test became more obvious as I continued taking the test. I think that on this test the anwser choices are more varied than those seen on the ACT. This choice makes it more difficult if a person is struggling on the question/passage as a whole, but makes the elimination process easier and the anwser choice more obvious for a person who understands what is being asked.